Specialusis Ugdymas最新文献

{"title":"THE IMPACT OF FAMILY ENVIRONMENT ON CHILDREN’S ANXIETY LEVEL/ ŠEIMOS APLINKOS POVEIKIS VAIKO NERIMO LYGIUI","authors":"M. Dudek, E. Dolinská, V. Klein, Viera Šilonová","doi":"10.21277/SE.V1I38.395","DOIUrl":"https://doi.org/10.21277/SE.V1I38.395","url":null,"abstract":"Family and emotional relationships governing its functioning have a great influence upon the development of a person and his/her adult life. The specificity of a family environment is believed to be the key factor which either protects against, or contributes to, the emergence of developmental disorders during adolescence. Research resultspresented in this paper aim at highlighting the relationships between traits of family environment and children’s anxiety level. The research was conducted from 2015 to 2016 among 180 students of Polish junior high schools located in both: rural and urban areas. Šeima ir emociniai ryšiai daro didelę įtaką vaiko raidai ir suaugusiojo gyvenimui. Manoma, kad šeimos aplinkos specifika yra esminis veiksnys, kuris arba apsaugo nuo vystymosi sutrikimų paauglystės laikotarpiu atsiradimo, arba juos sukelia. Straipsnyje pateikiami tyrimų rezultatai siekia pabrėžti ryšį tarp šeimos aplinkos ypatybių ir vaikų nerimo lygio. Tyrimas buvo atliekamas 2015 m., apklausiant 180 Lenkijos aukštesniųjųklasių mokinių iš kaimiškųjų vietovių ir miestų","PeriodicalId":38469,"journal":{"name":"Specialusis Ugdymas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46299610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"SOCIAL AND PROFESSIONAL SKILLS OF ADOLESCENTS WITH AUTISM SPECTRUM DISORDERS / PAAUGLIŲ, TURINČIŲ AUTIZMO SPEKTRO SUTRIKIMŲ, SOCIALINIAI IR PROFESINIAI ĮGŪDŽIAI","authors":"Kateryna Ostrovska, Ihor Ostrovskii, Vira Korniat","doi":"10.21277/SE.V1I38.358","DOIUrl":"https://doi.org/10.21277/SE.V1I38.358","url":null,"abstract":"The article deals with investigation of professional skills of adolescents with autism spectrum disorders (ASD). 40 ukrainian adolescents of 13-17 years old were investigated by use of Psychological and Educational Profile for Youth and Adult (AAPEP). Besides 40 healthy peers were investigated by the same method and used as a reference group. According the results obtained 40% of ASD adolescents have satisfactory professional skills. Nevertheless, their emotional indices were substantially lower than correspondent indices for healthy peers and showed negative dynamics with age. Low indices of emotional development and functional communication skill of ASD adolescents restrict their future employment and demond psychological and social support.  Straipsnyje pristatomas paauglių, turinčių autizmo spektro sutrikimų (ASS), socialinių ir profesinių įgūdžių tyrimas. Buvo ištirta keturiasdešimt 13–17 metų amžiaus ukrainiečių paauglių, taikant jaunuolių ir suaugusiųjų psichologinio ir edukacinio profilio (angl. Psychological and Educational Profile for Youth and Adult, AAPEP) charakteristikos metodą. Be to, tuo pačiu metodu buvo ištirta 40 įprastos raidos jų bendraamžių, kurie traktuoti kaip kontrolinė grupė. Buvo nustatyta, kad 40 % ASS turinčių paauglių turėjo patenkinamus profesinius įgūdžius. Nepaisant to, jų emociniai rodikliai buvo kur kas žemesni lyginant su atitinkamais rodikliais, kuriuos demonstravo įprastos raidos jų bendraamžiai, taip pat buvo nustatyta neigiama dinamika amžiaus atžvilgiu. ASS turinčių paauglių žemi emocinės raidos ir funkcinės komunikacijos įgūdžių rodikliai apriboja jų ateities įsidarbinimo galimybes bei reikalauja psichologinės ir socialinės paramos.Esminiai žodžiai: autizmo spektro sutrikimai, paaugliai, profesiniai įgūdžiai, socialinė kompetencija. ","PeriodicalId":38469,"journal":{"name":"Specialusis Ugdymas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47847389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE APPLICATION OF THE JOINT STIMULUS CONTROL MODEL IN TEACHING COMPLEX RECEPTIVE LANGUAGE TO CHILDREN WITH AUTISM SPECTRUM DISORDER /JUNGTINĖS STIMULŲ KONTROLĖS MODELIO PRITAIKYMAS UGDANT VAIKŲ, TURINČIŲ AUTIZMO SPEKTRO SUTRIKIMĄ, KOMPL. KALBOS SUVOKIMĄ","authors":"Rita Raudeliūnaitė, Eglė Steponėnienė","doi":"10.21277/SE.V1I38.372","DOIUrl":"https://doi.org/10.21277/SE.V1I38.372","url":null,"abstract":"Lithuanian educators are still not adequately well prepared to teach children with autism spectrum disorder (further in text ASD). There is a lack of research, the access to evidence-based methods is limited, and traditional educational methodological approaches are usually ineffective (Diržytė, Mikulėnaitė & Kalvaitis, 2016; Buivydaitė, Newman & Prasauskienė, 2017).One of the earliest signs of ASD is failure to develop language and social communication (Mody & Bellieveau, 2013; Arunachalam & Luyster 2016; etc.). Meta-analyses conducted by foreign researchers show that B.F. Skinner’s (1957) verbal behaviour analysis is one of the evidence-based effective methods used for developing language in children with ASD (McPherson et al., 1984; Dymond et al. 2006; Sautter & LeBlanc, 2006; Devine & Petursdottir, 2017). A rapid increase in the prevalence of ASD brings the researchers’ attention to the possibilities of applying this method, however, there are still some areas in verbal behaviour approach remaining, which lack research. Scientific studies in these areas would likely open effective ways for developing language in children with ASD (Devine & Petursdottir, 2017). The researchers (Buivydaitė, Newman & Prasauskienė, 2017) have conducted a review of scientific articles on ASD in the Baltic states (including Lithuania), and the findings of it confirm the lack of such research. In this study, a single-subject educational experiment was used, during which a joint stimulus control model was applied for developing language in children with ASD, with the main focus being on receptive language acquisition. The object of joint stimulus control is the development of a symmetrical (bi-directional) word-object relation and independent, verbally maintained generalisation with unlearned stimuli. The results of the experiment show that a joint stimulus control model can be applied as an effective mechanism to develop language in children with ASD. In the presence of non-verbal stimuli and rehearsing the names of the stimuli overtly or covertly, the joint stimulus control emerges and, in this way, the complex receptive language perception in children with ASD is developed within  the context of social interaction. The participants of this experiment were able to emit correct responses with the novel sets of stimuli and were able to apply this mechanism without prompts not only in teaching sessions, but also in other social situations. Lietuvos pedagogai vis dar nepasiruošę ugdyti autizmo spektro sutrikimų (toliau ASS) turinčius vaikus, trūksta tyrimų, moksliškai pagrįstų metodikų prieinamumas yra ribotas, o tradicinės metodinės prieigos dažnai būna neveiksmingos (Diržytė, Mikulėnaitė ir Kalvaitis, 2016; Buivydaitė, Newman ir Prasauskienė, 2017).Vienas pagrindinių ASS požymių yra kalbos ir socialinės komunikacijos sutrikimas (Mody ir Bellieveau, 2013; Arunachalam ir Luyster 2016 ir kt.). Kaip rodo užsienio mokslininkų atliktos meta- analizės (McPherson et al., 198","PeriodicalId":38469,"journal":{"name":"Specialusis Ugdymas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49066365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"INDICATORS OF PHYSICAL ACTIVITY OF PEOPLE WITH MOTOR DISABILITIES ASSOCIATED WITH THEIR LIFE SATISFACTION AND ATTITUDE TOWARDS ONE’S DISABILITY / MOTORIKOS SUTRIKIMŲ TURINČIŲ ASMENŲ FIZINĖS VEIKLOS RODIKLIAI, SUSIJĘ SU JŲ PASITENKINIMU GYVENIMU IR POŽIŪRI","authors":"Liuda Radzevičienė, Lina Miliūnienė, Vytautas Gudonis","doi":"10.21277/SE.V1I38.380","DOIUrl":"https://doi.org/10.21277/SE.V1I38.380","url":null,"abstract":"The research is dedicated to find out possible indicators of physical activity of people with motor disabilities associated with their life satisfaction and attitude towards one’s disability. It was set that people with motor disability participating in the sports activities feel satisfied in comparison to those who used to be passive. Physical activity of persons who have motor impairments is caused by several reasons that are associated with personal and environmental factors. 162 adults after trauma of spincordand are in wheelchairs participated in the research.Tyrimu siekiama nustatyti motorikos sutrikimų turinčių asmenų fizinės veiklos rodiklius, susijusius su jų pasitenkinimu gyvenimu ir požiūriu į savo negalę. Buvo nustatyta, kad motorikos sutrikimų turintys žmonės, dalyvaujantys sporto veiklose, jaučiasi patenkinti, lyginant su tais, kurie yra pasyvūs. Asmenų, turinčių motorikos sutrikimų, fizinį aktyvumą lemia keletas priežasčių, susijusių su asmeniniais ir aplinkos veiksniais. Tyrime dalyvavo 162 stuburo traumą patyrę ir neįgaliojo vežimėliu judantys suaugusieji.  ","PeriodicalId":38469,"journal":{"name":"Specialusis Ugdymas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45214541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE FOUNDATIONS OF AN INCLUSIVE PARADIGM FOR CONTEMPORARY EDUCATION / INKLIUZINĖS PARADIGMOS PAGRINDAI ŠIUOLAIKINIAME UGDYME","authors":"S. V. Alekhina, E. Samsonova, T. Yudina","doi":"10.21277/se.v1i38.366","DOIUrl":"https://doi.org/10.21277/se.v1i38.366","url":null,"abstract":"The article describes the inclusive paradigm as a methodological basis for changes in educational policy, practice and culture.The authors analyze the problems of comprehension the new paradigm by professionals in the pedagogical sphere, related to the correlation of inclusive politics and practice, the transformation of an inclusive educational environment, the introduction of professional and educational standards, and the professional and psychological readiness of a teacher. The main attention is paid to the psychological and pedagogical bases of the inclusive approach and the methodology of psychological and pedagogical support of the participants in educational relations. The key methodological categories of the inclusive approach are taking to consideration. The article analyzes the results of empirical studies on the main components of an inclusive educational environment, which have been realized by the scientific team of the Institute for Problems of Inclusive Education in several regions of the Russian Federation.Straipsnio tikslas yra teoriškai sumodeliuoti šiuolaikinio ugdymo inkliuzinę paradigmą. Tyrimas grindžiamas mokslinės literatūros ir antrinių duomenų analize. Remdamosi inkliuzinės paradigmos koncepcinio modelio analize, kultūros istorijos teorijos ir sistemos veiklos metodologijos teiginiais bei inkliuzinio ugdymo empirinių tyrimų rezultatais, autorės nurodo sąlygas inkliuzinio ugdymo plėtotei. Inkliuzinės paradigmos šiuolaikiniame ugdyme evoliucija reikalauja įvairių profesinio bendradarbiavimo modelių ir naujų technologijų bei jungtinės veiklos teorija grindžiamų metodų įdiegimoEsminiai žodžiai: inkliuzija, inkliuzinis ugdymas, specialieji ugdymosi poreikiai, metodologija, kultūros istorijos teorija, ugdymo individualizavimas","PeriodicalId":38469,"journal":{"name":"Specialusis Ugdymas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43812314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"INKLIUZINIS AR ĮTRAUKUSIS UGDYMAS: SOCIALINIŲ KONSTRUKTŲ INTERPRETACIJOS ŠVIETIMO KAITOS KONTEKSTE","authors":"Stafanija Ališauskienė, Lina Miltenienė","doi":"10.21277/SE.V1I38.430","DOIUrl":"https://doi.org/10.21277/SE.V1I38.430","url":null,"abstract":"Straipsnyje analizuojama inkliuzinio ugdymo samprata ir inkliuzinio ugdymo konstrukto interpretacijos švietimo kaitos kontekste.  Taikant aprašomojo tyrimo metodologinę prieigą teoriškai analizuojama inkliuzinio ugdymo sampratos raida ir esminių idėjų raiška Lietuvos strateginiuose švietimo dokumentuose tarptautinės politikos, susijusios su  žmogaus teisių bei inkliuzinio ugdymo nuostatų įtvirtinimu, kontekste. Svarbiausių šalies švietimą reglamentuojančių dokumentų analizė parodė, jog kokybiško ugdymo visiems, pripažįstant ir vertinant ugdymo ir ugdymosi proceso dalyvių ir jų poreikių įvairovę, nuostatos tiesiogiai arba latentiškai yra įtvirtintos švietimo politikoje. Tačiau naujausiuose švietimo dokumentuose inkliuzinio ugdymo sąvokos nėra, jos turinys neapibrėžtas. Sudėtingą socialinį konstruktą  “inkliuzinis ugdymas” bandoma sulietuvinti ir keisti jį į sąvoką “įtraukusis ugdymas”, kurios turinys taip pat neatskleistas. Neapibrėžtas sudėtingų sąvokų - konstruktų turinys skatina įvairias interpretacijas, lemia sąvokų painiojimą. Straipsnyje išryškinama būtinybė permąstyti šių sąvokų turinį bei sąsajas su švietimo ir ugdymo modeliu, kurį ketinama įgyvendinti – integruoto (įtraukiojo) ar inkliuzinio ugdymo ir aiškiai apibrėžti nacionaliniuose švietimo dokumentuose.","PeriodicalId":38469,"journal":{"name":"Specialusis Ugdymas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47074570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Critical Review: “Discipline survival guide for the secondary teacher”","authors":"Jérôme St-Amand","doi":"10.21277/SE.V2I37.350","DOIUrl":"https://doi.org/10.21277/SE.V2I37.350","url":null,"abstract":"<p>Critical review of Thompson, J. (2012). <em>La gestion de classe au secondaire: Guide pratique </em>[<em>Discipline survival guide for the secondary teacher</em>].<em> </em>Montréal: éditions Chenelière.</p><p> </p>","PeriodicalId":38469,"journal":{"name":"Specialusis Ugdymas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43072659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Risks and resilience of students with hearing impairment in an inclusive school at Bengkala, Bali, Indonesia","authors":"K. Suranata, A. Atmoko, Itsar Bolo Rangka, I. Ifdil","doi":"10.15388/se.2017.4","DOIUrl":"https://doi.org/10.15388/se.2017.4","url":null,"abstract":"This phenomenological study describs some risks and sources of resilience of students with hearing impairment in an inclusive school at Bengkala, Bali, Indonesia. The data were obtained from four students with hearing impairment, and some related key informants, through semi-structured in-depth interview and observation. The steps of analyses followed a phenomenological research approach. The result of the study shows that (1) there are three serious risk factors, namely family poverty, student’s difficulties in understanding verbal language and learning materials, and student’s emotional distortion; (2) there are five personal sources of resilience, they involve self-efficacy, cooperation skills, talents or special skills, gratitude, and positive hope; (3) there are four social support sources of resilience, they are family, school, peers, and community. This study also discussed an attempt to improve the success of children with hearing loss through developing psychological and social functioning, and enhancing achievement in inclusive schools.","PeriodicalId":38469,"journal":{"name":"Specialusis Ugdymas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41501375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The design and efficiency of a physical education program to promote attitudinal changes towards people with visual impairments","authors":"David Cordente Mesas, Sixto González Víllora, O. C. Contreras Jordán","doi":"10.15388/se.2017.2","DOIUrl":"https://doi.org/10.15388/se.2017.2","url":null,"abstract":"The main goal of this study was to design, and confirm the efficiency of, a formative Physical Education program with the purpose of improving schoolchildren’s attitudes towards people who have a visual impairment. The participants were 910 students aged 9 to 13 years old from the region of Castilla-La Mancha (Spain). Participants simulated visual impairment during eight Physical Education sessions within the context of play and a sports-based learning environment.  They completed an attitudinal questionnaire both pre and post the intervention. The author’s (2018) aim was to evaluate children’s attitudes toward both visual impairment and integrated Physical Education CAIPE-R (Block, 1995). Both a descriptive and comparative analyses, as well as ANOVA, were conducted. The results indicated a significant improvement in children’s attitudes toward those with visual impairment. Therefore, this program would be efficacious when applied in schools in the future in order to promote a better attitude toward inclusion.","PeriodicalId":38469,"journal":{"name":"Specialusis Ugdymas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44212375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Specificities of the science of educational rehabilitation in Central and Eastern Europe","authors":"Dejana Bouillet","doi":"10.21277/SE.V2I37.337","DOIUrl":"https://doi.org/10.21277/SE.V2I37.337","url":null,"abstract":"Scientific journals are amongst the most important sources of information regarding the status, content and other relevant characteristics of educational rehabilitation. A content analysis of scientific journals in an area illuminates its main trends and development. This work seeks to analyse basic trademarks of educational rehabilitation practice in countries from Central and Eastern Europe, specifically 15 post-socialist countries which have, during the 1990s, seen substantial political and social changes.  This research includes 4 scientific journals in which educational rehabilitation scientists have published most of the existing scientific work during the period from 2008 to 2016. These are: Croatian Review of Rehabilitation Research, Journal of Special Education and Rehabilitation, Research in Developmental Disabilities and Special Education. This research is based on an analysis of 273 published abstracts, by means of quantitative content analysis. \u0000The main hypothesis was that educational rehabilitation science in European post-socialist countries has recognisable content and method, with the primary purpose of developing scientifically verified interventions.  These contribute to the promotion of developmental, educational and social status for people with various difficulties. Such a hypothesis has been partially confirmed. It was established that there is recognisable content and method, but the predominance of scientifically verified interventions has not been established. The science of educational rehabilitation is primarily characterised by themes of specific abilities of a certain group of people with disabilities. This includes an analysis of the efficiency of various interventative methods being present in one third of the publications. In conclusion, the results of this research indicate the need for further improvement of scientific activities within the science of educational rehabilitation in Central and Eastern Europe, both in diversity of the scientific methodology and regarding a focus on the interventions themselves (including evaluation, but also the theoretical basis regarding their meaningfulness).  ","PeriodicalId":38469,"journal":{"name":"Specialusis Ugdymas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44820815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}